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1. Work-in-Progress–—Game Design Informed by Learning Progressions for Science Practices

   https://doi.org/10.23919/iLRN52045.2021.9459406  

   Metcalf, Shari J; Sommi, Amanda; Haddadin, Sima; Scianna, Jennifer; Gagnon, David (May 2021, IEEE)

   Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems. 

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2. About iLRN 2021

   https://doi.org/10.23919/iLRN52045.2021.9459323  

   Metcalf, S.J.; Sommi, A.; Haddadin, S.; Scianna, J.; Gagnon, D. (May 2021, 2021 7th International Conference of the Immersive Learning Research Network (ILRN))

   Learning progressions allow researchers to describe key milestones along a pathway of thinking about a topic or practice that ranges from beginner to advanced. For learning related to science practices, some progressions can be abstracted from specific content; others are connected to specific science understandings. This research centers on the design of a middle school science game to support learning of science practices through simulated immersive experiences in which students engage in science practices of experimentation, modeling, and argumentation. This work-in-progress paper describes the application of current research on learning progressions to the design of the game interface and interactions for Aqualab, a game to teach middle school science practices related to aquatic ecosystems. 

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3. Experiences of Personal and Social Immersion in a Videogame for Middle School Life Science

   https://doi.org/10.56198/U6C0WZQ4R  

   Metcalf, Shari; Scianna, Jennifer; Gagnon, David (January 2024, The Immersive Learning Research Network)

   This short paper presents a description and analysis of personal and social immersion features in a life science educational videogame for middle school students. The paper defines personal immersion in relation to the player taking on a virtual role and engaging with the game as if they are themselves a part of in-game events. Social immersion comes from situating the player within a virtual community, in which the player and other characters in the world interact based on their virtual roles. The research study involved interviews with 24 students who used the game over a two-week classroom implementation. The study explored student perceptions about immersive elements of the game, and their impact on student self-efficacy, interest, and identity in science. Student responses indicated that they experienced personal immersion through engaging with the game narrative as a virtual scientist and doing science tasks, and social immersion through role-based interactions with other virtual scientists. Students described how their self-efficacy, interest, and identity in science were impacted by personal and social immersive elements of the game. The paper contributes to the literature through an analysis of these specific immersive game mechanics and their impacts on student attitudes. 

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4. Museum-based Virtual Reality and Middle Schoolers Interest and Engagement in Science.

   Ramsey, R; Mao, M.; Anderson, J.; Hamm, J.V. (October 2021, SITE Interactive Conference)

   This study explores the impact of an immersive VR experience and middle school students’ interest in and engagement with science. Thirteen students completed a VR experience with two components: a virtual laboratory and a game. Afterwards, students were interviewed and asked to describe their experiences. Students consistently reported the VR experience to be enjoyable and engaging. Moreover, the VR experience seemed to trigger a situational interest in science among the students, with some evidence to suggest that this interest could be sustained and developed in the long term. Implications for research and practice are discussed. 

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5. Computational Thinking Integration into Middle Grades Science Classrooms: Strategies for Meeting the Challenges

   Boulden, D.C.; Wiebe, E.; Akram, B.; Aksit, O.; Buffum, P.S.; Mott, B.; Boyer, K.E.; Lester, J. (January 2018, Middle grades review)

   This paper reports findings from the efforts of a university-based research team as they worked with middle school educators within formal school structures to infuse computer science principles and computational thinking practices. Despite the need to integrate these skills within regular classroom practices to allow all students the opportunity to learn these essential 21st Century skills, prior practice has been to offer these learning experiences outside of mainstream curricula where only a subset of students has access. We have sought to leverage elements of the research-practice partnership framework to achieve our project objectives of integrating computer science and computational thinking within middle science classrooms. Utilizing a qualitative approach to inquiry, we present narratives from three case schools, report on themes across work sites, and share recommendations to guide other practitioners and researchers who are looking to engage in technology-related initiatives to impact the lives of middle grades students. 

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